Oakwood Primary School, located in St Albans, Hertfordshire, was inspected on 9 and 10 July 2024. The overall effectiveness of the school was rated as good, maintaining a strong educational environment for its pupils. The quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision were all assessed as good. This inspection follows a previous outstanding rating from ten years ago, reflecting a significant period without routine inspections due to legal exemptions.
Pupils at Oakwood Primary School express positive sentiments about their experiences. They feel valued as their opinions are considered in school decisions through mechanisms like the school council and pupil surveys. This involvement has led to improvements in areas such as the behaviour policy and recycling initiatives. The school fosters an atmosphere of mutual respect, where pupils are motivated by various reward systems and understand the consequences of their actions. Behaviour is consistently good across all year groups.
Academic achievement is a point of pride, particularly in reading and mathematics, where many pupils excel. The staff's high expectations contribute to this success, and pupils appreciate the support available when needed. Educational trips enhance their learning experiences, although there is a recognized need for deeper engagement in some curriculum areas, particularly in writing and broader subjects.
Pupils are equipped with knowledge about personal safety and engage in leadership roles, such as maintaining the school's organization and supporting younger students as reading buddies. The school offers a variety of extracurricular activities, including sports, arts, and music, which contribute to the development of well-rounded individuals.
The leadership team has effectively identified the school's strengths and areas for improvement. Teachers demonstrate a clear understanding of the curriculum and possess strong subject knowledge. While pupils perform well in national assessments, there are areas where the curriculum lacks depth, particularly in some foundation subjects and writing. Leaders are aware of these gaps and have plans to address them.
Feedback mechanisms are in place for assessing pupil understanding, and while most receive constructive feedback, there are instances where the work set does not challenge pupils sufficiently. This can hinder their ability to extend their learning independently. Reading is a notable strength, with pupils encouraged to explore a diverse range of texts, enhancing their vocabulary and literary appreciation. However, some pupils, particularly those with special educational needs and disabilities, may not be progressing as quickly in reading due to insufficiently targeted interventions.
The provision for pupils with special educational needs is generally effective, with needs identified promptly and appropriate support provided. However, there are cases where the support does not align closely enough with individual needs, affecting their overall progress.
Recent improvements in early years provision have positively impacted children's readiness for Year 1, although there are opportunities for staff to deepen children's learning during independent activities.
Pupils exhibit positive attitudes towards learning, with high attendance rates and a strong understanding of respect and diversity. The behaviour policy is being recognized as fair and consistent, contributing to a conducive learning environment.
Governors are well-informed about the school and effectively hold leaders accountable while being mindful of staff well-being. The safeguarding arrangements are effective, ensuring a safe environment for all pupils.
In summary, Oakwood Primary School provides a good educational experience, with strong leadership and a commitment to continuous improvement, although there are areas identified for further development to enhance the overall learning experience for all pupils.
